* Describe your first student teaching context (school setting). What school are you at, what are some of its characteristics, and what classes are you teaching, and how are classes scheduled at your school?
I am student teaching at Broad Rock middle school. It is a fairly young school, having only been open for 7 or 8 years now. The building is very clean, bright, and inviting. The halls are decorated with murals on the walls and pieces of student art work on display. The faculty are kind very welcoming. I have had the opportunity to get to know many of them over the past few months and I feel as though they are the kind of people who understand my situation and are willing to give advice or help in anyway. In fact, one of the reading specialists knew me as a student at Lincoln Middle School, and we have had a number of opportunities to catch up and build a professional relationship.
I am currently teaching 2 periods of 7th grade life science, and will soon pick up 2 periods of 8th grade physical science. In 7th grade we are currently covering cell processes and the 8th grade is learning about compounds/mixtures/etc. Broad Rock uses a rotating schedule. There are six different 'days' that rotate through the week. The 4th period of each day is the 'lunch block' and classes durring this time have an extra 10 minutes. This offers a challenge for me in trying to keep both 7th grade classes on the same page. When one 7th grade has the longer period the other 7th graders won't wont get that until 3 days later. While this is nice for lab days, it can be difficult to plan the same lesson for both classes.
* Explain one of your "stealth" objectives that you want to accomplish with your students and why.
I think one of my main stealth objectives is determining which students who do not actively participate, actually have something to contribute to class discussion. I like to ask my class a lot of questions, and I seam to see the same hands coming up each time. I hope to start getting those who are knowledgeable, but reluctant to speak, to feel more comfortable in the class and willing to give input. Through the course of grading papers I am beginning to see which students are capable of contributing but don't for one reason or another. I think the next sep is to start putting them on the spot once in a while and see how they react.
* Describe your first student teaching context (school setting). What school are you at, what are some of its characteristics, and what classes are you teaching, and how are classes scheduled at your school?
I am student teaching at Broad Rock middle school. It is a fairly young school, having only been open for 7 or 8 years now. The building is very clean, bright, and inviting. The halls are decorated with murals on the walls and pieces of student art work on display. The faculty are kind very welcoming. I have had the opportunity to get to know many of them over the past few months and I feel as though they are the kind of people who understand my situation and are willing to give advice or help in anyway. In fact, one of the reading specialists knew me as a student at Lincoln Middle School, and we have had a number of opportunities to catch up and build a professional relationship.
I am currently teaching 2 periods of 7th grade life science, and will soon pick up 2 periods of 8th grade physical science. In 7th grade we are currently covering cell processes and the 8th grade is learning about compounds/mixtures/etc. Broad Rock uses a rotating schedule. There are six different 'days' that rotate through the week. The 4th period of each day is the 'lunch block' and classes durring this time have an extra 10 minutes. This offers a challenge for me in trying to keep both 7th grade classes on the same page. When one 7th grade has the longer period the other 7th graders won't wont get that until 3 days later. While this is nice for lab days, it can be difficult to plan the same lesson for both classes.
* Explain one of your "stealth" objectives that you want to accomplish with your students and why.
I think one of my main stealth objectives is determining which students who do not actively participate, actually have something to contribute to class discussion. I like to ask my class a lot of questions, and I seam to see the same hands coming up each time. I hope to start getting those who are knowledgeable, but reluctant to speak, to feel more comfortable in the class and willing to give input. Through the course of grading papers I am beginning to see which students are capable of contributing but don't for one reason or another. I think the next sep is to start putting them on the spot once in a while and see how they react.